Careful design of teaching and assessment activities is required to properly align a topic to the intended learning outcomes of a module. This paper describes and evaluates a four year project to align the teaching of FCA with the learning outcomes of a final-year undergraduate Smart Applications module at Sheffield Hallam University. Biggs' constructive alignment, incorporating an adapted version of Yin's case study research method, was used in an iterative process to analyse and modify teaching and assessment activities. © 2011 Springer-Verlag.
CITATION STYLE
Andrews, S. (2011). Aligning the teaching of FCA with existing module learning outcomes. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6828 LNAI, pp. 394–401). https://doi.org/10.1007/978-3-642-22688-5_35
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